Pub Date : 2022-09-30DOI: 10.46743/1540-580x/2022.2152
Hiroaki Sakurai, S. Koyama, S. Tanabe, K. Takeda, Y. Kanada
Purpose: To increase the clinical competence of novice physical and occupational therapists, an accurate assessment of their clinical competence is necessary. However, no previous study has objectively analyzed the changes in novice therapists’ clinical competence in Japan. Hence, this study investigated and evaluated the changes in the clinical competence of such therapists using an objective analysis. Method: The study included 34 novice therapists with 1–3 years of experience in clinical practice. Participants were divided into groups according to their years of experience. The clinical competence of the novice therapists was evaluated twice using a clinical competency evaluation scale. For comparison among the 3 groups, the scores of the first evaluation were used. For comparison within each experience-year, the scores from both evaluations were used. Results: A comparison of the 3 groups showed that therapists with 3 years of clinical experience had significantly higher clinical competence than therapists with 1 year of clinical experience. Between the first and second evaluations, all therapists with 1 year of clinical experience demonstrated increased scores, whereas scores decreased by approximately 50% for therapists with 2–3 years of clinical experience. Conclusion: These findings suggest that it is necessary to increase educational opportunities for therapists with 2−3 years of clinical experience and re-examine the content of their education and training.
{"title":"Influence of Years of Experience on Clinical Competence of Novice Physical and Occupational Therapists in Japan","authors":"Hiroaki Sakurai, S. Koyama, S. Tanabe, K. Takeda, Y. Kanada","doi":"10.46743/1540-580x/2022.2152","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2152","url":null,"abstract":"Purpose: To increase the clinical competence of novice physical and occupational therapists, an accurate assessment of their clinical competence is necessary. However, no previous study has objectively analyzed the changes in novice therapists’ clinical competence in Japan. Hence, this study investigated and evaluated the changes in the clinical competence of such therapists using an objective analysis. Method: The study included 34 novice therapists with 1–3 years of experience in clinical practice. Participants were divided into groups according to their years of experience. The clinical competence of the novice therapists was evaluated twice using a clinical competency evaluation scale. For comparison among the 3 groups, the scores of the first evaluation were used. For comparison within each experience-year, the scores from both evaluations were used. Results: A comparison of the 3 groups showed that therapists with 3 years of clinical experience had significantly higher clinical competence than therapists with 1 year of clinical experience. Between the first and second evaluations, all therapists with 1 year of clinical experience demonstrated increased scores, whereas scores decreased by approximately 50% for therapists with 2–3 years of clinical experience. Conclusion: These findings suggest that it is necessary to increase educational opportunities for therapists with 2−3 years of clinical experience and re-examine the content of their education and training.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"3 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87056890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.46743/1540-580x/2022.2239
Michael F. Iorio, Tim Seavey, B. Becerra
Background: During the COVID-19 pandemic, emergency remote teaching (ERT) was implemented in the U.S., and some of the most vulnerable college students struggled to adapt. Purpose: The current study sought to understand the experiences and outcomes of undergraduate students enrolled in radiography programs while participating in synchronous online lectures during ERT, especially first-generation students. Specifically, this study focused on students who participated in class lectures that were taught online in a live and synchronous format due to COVID-19 stay-at-home orders. Methods: This study utilized a retrospective and longitudinal design where participants were asked to answer a series of questions retrospectively at two points in time with each question forming a pair. Survey participants were enrolled as students during ERT in 2020 through 2021 and participated in class lectures that were taught online in a live and synchronous format due to COVID-19 stay-at-home orders. Results: Wilcoxon Signed-Rank and Spearman Rank-Order tests suggest that ERT has affected the experiences and outcomes of students enrolled in radiography programs, with more pronounced negative effects for first-generation students. Conclusion and Recommendations: The researchers recommend yearly and preventative planning across three academic and administrative areas to include training, support, and technology as essential strategies for delivering remote education, specifically online synchronous lectures, in the context of ERT situations. Strategies in these three areas will keep the academic success of the most vulnerable and underserved college student populations at the forefront during emergency remote teaching scenarios.
{"title":"Experiences Participating in Online Synchronous Lectures During COVID-19 Emergency Remote Teaching for First- and Non-First-Generation Students","authors":"Michael F. Iorio, Tim Seavey, B. Becerra","doi":"10.46743/1540-580x/2022.2239","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2239","url":null,"abstract":"Background: During the COVID-19 pandemic, emergency remote teaching (ERT) was implemented in the U.S., and some of the most vulnerable college students struggled to adapt. Purpose: The current study sought to understand the experiences and outcomes of undergraduate students enrolled in radiography programs while participating in synchronous online lectures during ERT, especially first-generation students. Specifically, this study focused on students who participated in class lectures that were taught online in a live and synchronous format due to COVID-19 stay-at-home orders. Methods: This study utilized a retrospective and longitudinal design where participants were asked to answer a series of questions retrospectively at two points in time with each question forming a pair. Survey participants were enrolled as students during ERT in 2020 through 2021 and participated in class lectures that were taught online in a live and synchronous format due to COVID-19 stay-at-home orders. Results: Wilcoxon Signed-Rank and Spearman Rank-Order tests suggest that ERT has affected the experiences and outcomes of students enrolled in radiography programs, with more pronounced negative effects for first-generation students. Conclusion and Recommendations: The researchers recommend yearly and preventative planning across three academic and administrative areas to include training, support, and technology as essential strategies for delivering remote education, specifically online synchronous lectures, in the context of ERT situations. Strategies in these three areas will keep the academic success of the most vulnerable and underserved college student populations at the forefront during emergency remote teaching scenarios.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"296 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77804190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-30DOI: 10.46743/1540-580x/2022.2204
Mary Riopel, S. Benham, Jennifer Landis, Stephanie Falcone, S. Harvey
Purpose: Clinical reasoning (CR) is the ability to integrate the knowledge of diagnoses with the use of supporting theories to create effective, client-centered interventions. One means of teaching CR to rehabilitation students is using standardized patient (SP) experiences. The relationship between faculty and student CR ratings after SP experiences has not been researched. The purpose of the study was to determine if there would be correlations between physical therapy (PT) and occupational therapy (OT) student and faculty ratings of CR skills after an SP experience. Method: The Clinical Reasoning Assessment Tool (CRAT) was used by students to self-reflect on their CR performance after an SP experience and compared to their respective faculty ratings. The CRAT includes three subsections: content knowledge, procedural knowledge, and conceptual reasoning, each with a visual analog scale. Correlations between students’ self-assessment of CR and faculty reviews were analyzed using Spearman’s rho correlations. Results: Seventeen PT and seventeen OT students participated. Spearman’s rho correlation coefficients for the PT students and their faculty were: content knowledge (r=.180; p=.488), procedural knowledge (r=.697; p=.002), and conceptual reasoning (r=.258; p=.317). Spearman’s rho correlation coefficients for the OT students and their faculty were: content knowledge (r=.103; p=.693), procedural knowledge (r=.676; p=.003), and conceptual reasoning (r=.505; p=.039). Conclusions: Neither PT nor OT student ratings was a statistically significant correlation in content knowledge ratings in relation to respective faculty ratings. Both PT and OT student procedural knowledge rating correlations with faculty were strong and statistically significant. PT student and faculty ratings were not significantly correlated in conceptual reasoning compared to faculty; however, OT students and faculty ratings were strong, had positive correlations, and were statistically significant. Further research is needed to assess students’ CR development longitudinally across curricula.
{"title":"The Clinical Reasoning Assessment Tool for Learning from Standardized Patient Experiences: A Pilot Study","authors":"Mary Riopel, S. Benham, Jennifer Landis, Stephanie Falcone, S. Harvey","doi":"10.46743/1540-580x/2022.2204","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2204","url":null,"abstract":"Purpose: Clinical reasoning (CR) is the ability to integrate the knowledge of diagnoses with the use of supporting theories to create effective, client-centered interventions. One means of teaching CR to rehabilitation students is using standardized patient (SP) experiences. The relationship between faculty and student CR ratings after SP experiences has not been researched. The purpose of the study was to determine if there would be correlations between physical therapy (PT) and occupational therapy (OT) student and faculty ratings of CR skills after an SP experience. Method: The Clinical Reasoning Assessment Tool (CRAT) was used by students to self-reflect on their CR performance after an SP experience and compared to their respective faculty ratings. The CRAT includes three subsections: content knowledge, procedural knowledge, and conceptual reasoning, each with a visual analog scale. Correlations between students’ self-assessment of CR and faculty reviews were analyzed using Spearman’s rho correlations. Results: Seventeen PT and seventeen OT students participated. Spearman’s rho correlation coefficients for the PT students and their faculty were: content knowledge (r=.180; p=.488), procedural knowledge (r=.697; p=.002), and conceptual reasoning (r=.258; p=.317). Spearman’s rho correlation coefficients for the OT students and their faculty were: content knowledge (r=.103; p=.693), procedural knowledge (r=.676; p=.003), and conceptual reasoning (r=.505; p=.039). Conclusions: Neither PT nor OT student ratings was a statistically significant correlation in content knowledge ratings in relation to respective faculty ratings. Both PT and OT student procedural knowledge rating correlations with faculty were strong and statistically significant. PT student and faculty ratings were not significantly correlated in conceptual reasoning compared to faculty; however, OT students and faculty ratings were strong, had positive correlations, and were statistically significant. Further research is needed to assess students’ CR development longitudinally across curricula.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"6 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85863345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.46743/1540-580x/2022.2160
J. Day
Purpose: Because the number of return visits in a pro-bono setting is low and distributed over a longer timeframe, home exercise programs (HEP) adherence is crucial for patient success. The purpose of this study is to describe a process for HEP delivery and to collect measures of HEP adherence on patients at a pro- bono physical therapy clinic. Methods: Thirteen participants were instructed to perform at least four exercises at home. Exercises were chosen based on best available practice. Exercise images, instructions, and daily logs were populated using PHYSIOTEC® software. A follow up phone call was conducted approximately 4 days after the initial visit to answer questions regarding the exercises. Adherence outcomes were collected on the patient’s first follow-up visit and when possible adherence data was repeatedly collected until discharge. The first performance outcome, scored by the treating therapist, was an observational evaluation of the patient performing the exercises exactly as instructed on the first visit. Second, the patient was asked to complete the Medical Outcomes Study General Adherence Items (MOSGAI) while the therapist reviewed and calculated a score for the exercise log. Measures of central tendency and variability of the demographic data and measures of exercise adherence were calculated using Statistical Package for the Social Sciences 23.0 (Chicago, Illinois). Results: Participants included 7 females and 6 males with an average age of 56.73 (SD ± 12.78) years and body mass index of 27.3kg/m2. Self-reported HEP adherence was general good. The MOSGAI average was 85.3% (SD ± 24.3%), the HEP log average was 84% (SD ± 20.2%), and the therapist rated HEP accuracy scores was 79.16% (SD ± 29.84%). Trends in the data shown an improvement in self-reported HEP adherence overtime up to the third follow up visit. Conclusion: Initially our approach to HEP delivery in this pro-bono setting appears successful as reported measures of adherence and accuracy of performance were generally good compared to the existing literature. Clinicians could consider using a similar HEP delivery model to a population of patients with limited access to health care.
{"title":"Implementation of Home Exercise Programs in a Pro-bono Clinic: An Exploratory Study","authors":"J. Day","doi":"10.46743/1540-580x/2022.2160","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2160","url":null,"abstract":"Purpose: Because the number of return visits in a pro-bono setting is low and distributed over a longer timeframe, home exercise programs (HEP) adherence is crucial for patient success. The purpose of this study is to describe a process for HEP delivery and to collect measures of HEP adherence on patients at a pro- bono physical therapy clinic. Methods: Thirteen participants were instructed to perform at least four exercises at home. Exercises were chosen based on best available practice. Exercise images, instructions, and daily logs were populated using PHYSIOTEC® software. A follow up phone call was conducted approximately 4 days after the initial visit to answer questions regarding the exercises. Adherence outcomes were collected on the patient’s first follow-up visit and when possible adherence data was repeatedly collected until discharge. The first performance outcome, scored by the treating therapist, was an observational evaluation of the patient performing the exercises exactly as instructed on the first visit. Second, the patient was asked to complete the Medical Outcomes Study General Adherence Items (MOSGAI) while the therapist reviewed and calculated a score for the exercise log. Measures of central tendency and variability of the demographic data and measures of exercise adherence were calculated using Statistical Package for the Social Sciences 23.0 (Chicago, Illinois). Results: Participants included 7 females and 6 males with an average age of 56.73 (SD ± 12.78) years and body mass index of 27.3kg/m2. Self-reported HEP adherence was general good. The MOSGAI average was 85.3% (SD ± 24.3%), the HEP log average was 84% (SD ± 20.2%), and the therapist rated HEP accuracy scores was 79.16% (SD ± 29.84%). Trends in the data shown an improvement in self-reported HEP adherence overtime up to the third follow up visit. Conclusion: Initially our approach to HEP delivery in this pro-bono setting appears successful as reported measures of adherence and accuracy of performance were generally good compared to the existing literature. Clinicians could consider using a similar HEP delivery model to a population of patients with limited access to health care.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"117 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81153944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.46743/1540-580x/2022.2141
Dawn de Vries, B. Williams
Purpose: The purpose of this research study was to inform pedagogy on the effectiveness of journaling as a tool to gauge synthesis and application of course content to a scoping review. The research question asked is “Is reflective journaling effective in helping undergraduate health profession students understand and apply course research concepts and ideas directly to an academic project?” The researchers used a reflective journaling activity to enhance student learning and to explore student application of course lectures to a scoping literature review. Method: Students were required to complete the journaling activities as a class assignment. Four journal entries were aimed at understanding student application of steps of scoping review and how students applied course content to a specific project; a final journal entry was reflective on lessons learned through the process. Results: Student journal entries provided detail on synthesis and application of course lectures to a student specific scoping literature review. Students identified challenges experienced such as trouble in finding literature; selecting and using the most appropriate keywords; lack of evidence-based, discipline specific research; finding recent research (i.e., within the last 10 years); and narrowing the topic to a manageable size. Successes include demonstrating student understanding of areas such as writing the research question and collaboration. As the project progressed, concerns shifted to writing barriers, team issues, the “choppiness” of writing with multiple authors, and organizing the flow of the paper. In the final journal entry, students reported that the project helped them learn how to apply research to practice, increased their skill and comfort in presenting research and education to others, and improved their skills in doing more effective literature searches and using keywords. Course lectures were adapted based on student journal entries to increase student comprehension and application, which were effective in improving student work as the project progressed. Conclusions: The student journal entries were effective in demonstrating their learning and application of course content to a specific project. Students benefitted from the opportunity to reflect on their process, problems, and strategies. For the instructor, journal entries provided an opportunity to see where students were at in the process, identified barriers, and allowed adaptations to instruction to provide feedback or further guidance. Other findings from this study reinforced previous studies on journaling outside of health professions, such as the value of having direct access to the librarian for guidance, the opportunity journaling provides for in-the-moment lessons and learning from students’ reflections, and that journaling activities provide for accountability with timely completion of assignments.
{"title":"A Qualitative Study of the Process Undergraduate Health Professions Students Utilize while Conducting a Scoping Review","authors":"Dawn de Vries, B. Williams","doi":"10.46743/1540-580x/2022.2141","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2141","url":null,"abstract":"Purpose: The purpose of this research study was to inform pedagogy on the effectiveness of journaling as a tool to gauge synthesis and application of course content to a scoping review. The research question asked is “Is reflective journaling effective in helping undergraduate health profession students understand and apply course research concepts and ideas directly to an academic project?” The researchers used a reflective journaling activity to enhance student learning and to explore student application of course lectures to a scoping literature review. Method: Students were required to complete the journaling activities as a class assignment. Four journal entries were aimed at understanding student application of steps of scoping review and how students applied course content to a specific project; a final journal entry was reflective on lessons learned through the process. Results: Student journal entries provided detail on synthesis and application of course lectures to a student specific scoping literature review. Students identified challenges experienced such as trouble in finding literature; selecting and using the most appropriate keywords; lack of evidence-based, discipline specific research; finding recent research (i.e., within the last 10 years); and narrowing the topic to a manageable size. Successes include demonstrating student understanding of areas such as writing the research question and collaboration. As the project progressed, concerns shifted to writing barriers, team issues, the “choppiness” of writing with multiple authors, and organizing the flow of the paper. In the final journal entry, students reported that the project helped them learn how to apply research to practice, increased their skill and comfort in presenting research and education to others, and improved their skills in doing more effective literature searches and using keywords. Course lectures were adapted based on student journal entries to increase student comprehension and application, which were effective in improving student work as the project progressed. Conclusions: The student journal entries were effective in demonstrating their learning and application of course content to a specific project. Students benefitted from the opportunity to reflect on their process, problems, and strategies. For the instructor, journal entries provided an opportunity to see where students were at in the process, identified barriers, and allowed adaptations to instruction to provide feedback or further guidance. Other findings from this study reinforced previous studies on journaling outside of health professions, such as the value of having direct access to the librarian for guidance, the opportunity journaling provides for in-the-moment lessons and learning from students’ reflections, and that journaling activities provide for accountability with timely completion of assignments.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"11 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84941726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.46743/1540-580x/2022.2165
T. Yap, A. Jones
Background: Spirometry via telehealth (telespirometry) involves remote monitoring of lung function, which is useful to detect pulmonary changes and increase continuity of care for patients with cystic fibrosis (CF). Purpose: This systematic review aims to evaluate the feasibility and efficacy of telespirometry assessments for paediatric and adult CF patients. Method: A comprehensive search of health-related databases (CINAHL, Emcare (Ovid), Medline (Ovid), PEDRo and Scopus) was conducted. For inclusion, patients had to be clinically diagnosed with CF and studies could be of any study design or level according to the National Health and Medical Research Council (NHMRC) evidence hierarchy, had to use telespirometry devices for lung function tests, and be written or translated into English. The Crowe Critical Appraisal Tool (CCAT) was used to assess study quality, while also accounting for potential sources of bias encountered during the review process. Data was exported and summarised using the population, intervention, comparators, and outcomes (PICO) framework in Microsoft excel, to provide clinical recommendations. Results: Fourteen studies were included, with participants ranging from 5 to 44-years-old. Thirteen trials were performed domestically, while sample sizes and baseline patient characteristics varied. Nine studies analysed a control and intervention group. All studies varied in the intervention regime and clinical support provided. Collectively, the literature indicated poor patient adherence to telespirometry, which acted as a barrier to gauging its efficacy. Although appearing to be effective in detecting pulmonary deterioration, inconsistencies in pulmonary exacerbation (PEx) criteria were identified and lack of significant improvements in pulmonary outcomes were observed. Conclusion: Poor quality literature and small sample sizes increased risk of bias and restricted the application of the results to clinical practice. The current evidence base is limited by minimal experimental studies, lack of standardised telespirometry protocols, and criteria for PExs and poor patient compliance. Recommendations: At this stage, telespirometry for CF monitoring should be used by motivated and rurally/remotely located patients to complement in-person consults until its uptake is improved and accuracy and clinically efficacy can be ascertained.
{"title":"The Feasibility and Efficacy of Telespirometry for Pulmonary Monitoring of Cystic Fibrosis: A Systematic Review","authors":"T. Yap, A. Jones","doi":"10.46743/1540-580x/2022.2165","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2165","url":null,"abstract":"Background: Spirometry via telehealth (telespirometry) involves remote monitoring of lung function, which is useful to detect pulmonary changes and increase continuity of care for patients with cystic fibrosis (CF). Purpose: This systematic review aims to evaluate the feasibility and efficacy of telespirometry assessments for paediatric and adult CF patients. Method: A comprehensive search of health-related databases (CINAHL, Emcare (Ovid), Medline (Ovid), PEDRo and Scopus) was conducted. For inclusion, patients had to be clinically diagnosed with CF and studies could be of any study design or level according to the National Health and Medical Research Council (NHMRC) evidence hierarchy, had to use telespirometry devices for lung function tests, and be written or translated into English. The Crowe Critical Appraisal Tool (CCAT) was used to assess study quality, while also accounting for potential sources of bias encountered during the review process. Data was exported and summarised using the population, intervention, comparators, and outcomes (PICO) framework in Microsoft excel, to provide clinical recommendations. Results: Fourteen studies were included, with participants ranging from 5 to 44-years-old. Thirteen trials were performed domestically, while sample sizes and baseline patient characteristics varied. Nine studies analysed a control and intervention group. All studies varied in the intervention regime and clinical support provided. Collectively, the literature indicated poor patient adherence to telespirometry, which acted as a barrier to gauging its efficacy. Although appearing to be effective in detecting pulmonary deterioration, inconsistencies in pulmonary exacerbation (PEx) criteria were identified and lack of significant improvements in pulmonary outcomes were observed. Conclusion: Poor quality literature and small sample sizes increased risk of bias and restricted the application of the results to clinical practice. The current evidence base is limited by minimal experimental studies, lack of standardised telespirometry protocols, and criteria for PExs and poor patient compliance. Recommendations: At this stage, telespirometry for CF monitoring should be used by motivated and rurally/remotely located patients to complement in-person consults until its uptake is improved and accuracy and clinically efficacy can be ascertained.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"21 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82556277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.46743/1540-580x/2022.2180
S. Cage, Brandon J. Warner, D. Gallegos, Heidi Cage, D. Brown
Purpose: After the widespread transmission of the novel coronavirus that causes COVID-19, the first COVID-19 vaccination received emergency use authorization in the United States in December of 2020. Current research has shown the authorized COVID-19 vaccines to be safe and effective at preventing severe illness. At the time of this study, there appears to be no published research on the attitudes and receipt of COVID-19 vaccinations among occupational therapy professionals and students. The purpose of this study is to describe the attitudes and receipt of COVID-19 vaccinations among occupational therapy professionals and students in early 2021. Methods: A total of 114 occupational therapy professionals and students (age= 41 ± 15, years of certified experience = 13 ± 13) opened the survey link and completed the instrument. Participants were sent an electronic survey via email that collected demographic information and assessed attitudes and receipt of COVID-19 vaccination. Data was downloaded and analyzed using a commercially available statistics package. Results: The majority of occupational therapy professionals in this study agreed on some level that they were comfortable (Strongly Agree = 36.0%, Agree = 16.7%, Somewhat Agree = 10.5%). Most occupational therapy professionals and students stated they had or would receive a COVID-19 vaccination. The majority of participants reported personal, household, and community safety as the primary considerations for receiving a COVID-19 vaccination. In general, these factors were a larger factor for participants than public perception or personal liberties being infringed upon. Conclusions: The findings of this study suggest a majority of occupational therapy professionals and students are comfortable with the current level of approvals for available COVID-19 vaccinations, and at the time of the survey had or intending to be vaccinated. As occupational therapy professionals and students continue to work in day-to-day patient care, it is imperative to consider the best means of educating occupational therapy professionals and students on the potential benefits of COVID-19 vaccinations.
{"title":"Attitudes Toward COVID-19 Vaccination Among Occupational Therapy Professionals and Students in Early 2021","authors":"S. Cage, Brandon J. Warner, D. Gallegos, Heidi Cage, D. Brown","doi":"10.46743/1540-580x/2022.2180","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2180","url":null,"abstract":"Purpose: After the widespread transmission of the novel coronavirus that causes COVID-19, the first COVID-19 vaccination received emergency use authorization in the United States in December of 2020. Current research has shown the authorized COVID-19 vaccines to be safe and effective at preventing severe illness. At the time of this study, there appears to be no published research on the attitudes and receipt of COVID-19 vaccinations among occupational therapy professionals and students. The purpose of this study is to describe the attitudes and receipt of COVID-19 vaccinations among occupational therapy professionals and students in early 2021. Methods: A total of 114 occupational therapy professionals and students (age= 41 ± 15, years of certified experience = 13 ± 13) opened the survey link and completed the instrument. Participants were sent an electronic survey via email that collected demographic information and assessed attitudes and receipt of COVID-19 vaccination. Data was downloaded and analyzed using a commercially available statistics package. Results: The majority of occupational therapy professionals in this study agreed on some level that they were comfortable (Strongly Agree = 36.0%, Agree = 16.7%, Somewhat Agree = 10.5%). Most occupational therapy professionals and students stated they had or would receive a COVID-19 vaccination. The majority of participants reported personal, household, and community safety as the primary considerations for receiving a COVID-19 vaccination. In general, these factors were a larger factor for participants than public perception or personal liberties being infringed upon. Conclusions: The findings of this study suggest a majority of occupational therapy professionals and students are comfortable with the current level of approvals for available COVID-19 vaccinations, and at the time of the survey had or intending to be vaccinated. As occupational therapy professionals and students continue to work in day-to-day patient care, it is imperative to consider the best means of educating occupational therapy professionals and students on the potential benefits of COVID-19 vaccinations.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"6 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79661935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.46743/1540-580x/2022.2143
J. Millikan, S. Arendt
Purpose: The Future Education Model (FEM) was introduced in 2017 and included changes to the existing dietetics education model, such as a shift in degree requirements and a change in Accreditation Standards based on competency-based programming. Starting in 2019, dietetics educators could apply to begin implementing the FEM at their institutions. Social Cognitive Theory (SCT) served as the framework for this research. SCT can be used to understand individuals’ motivations in various contexts, including workplace environments like higher education. Self-efficacy is one component of SCT; self-efficacy in dietetics educators may be an important indicator of potential success implementing the mandatory FEM. The purpose of this study was to 1) determine dietetics educators’ self-efficacy towards implementing the FEM, and 2) compare self-efficacy scores based on demographic characteristics. Methods: A reliable and valid online questionnaire was developed and emailed to 520 dietetics directors in the United States. Frequencies, mean scores, and standard deviations were calculated for self-efficacy items; self-efficacy indicates potential to meet demands of implementing the FEM. One-way analysis of variance (ANOVA) was used to analyze differences between job title, age, years in higher education, and dietetics educator general self-efficacy. Results: There were 161 dietetics directors who responded (31% response rate). Dietetics directors’ mean total self-efficacy scores indicated self-efficacy towards implementing the FEM across all positions, age groups, and years in higher education. One-way ANOVA results indicated no significant differences between director age nor years in higher education and total mean self-efficacy scores, but there was a significant difference between graduate program directors’ (M=63.50, SD = 11.24) and internship directors’ (53.41, SD = 6.91) mean total self-efficacy scores (p < 0.05). Conclusions: Participants in this study were generally self-efficacious regarding implementing the FEM, a possible predictor of successful implementation when the time comes to making program changes and implementing these necessary changes.
{"title":"Self-Efficacy of Dietetics Educators Preparing to Implement a New National Education Model","authors":"J. Millikan, S. Arendt","doi":"10.46743/1540-580x/2022.2143","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2143","url":null,"abstract":"Purpose: The Future Education Model (FEM) was introduced in 2017 and included changes to the existing dietetics education model, such as a shift in degree requirements and a change in Accreditation Standards based on competency-based programming. Starting in 2019, dietetics educators could apply to begin implementing the FEM at their institutions. Social Cognitive Theory (SCT) served as the framework for this research. SCT can be used to understand individuals’ motivations in various contexts, including workplace environments like higher education. Self-efficacy is one component of SCT; self-efficacy in dietetics educators may be an important indicator of potential success implementing the mandatory FEM. The purpose of this study was to 1) determine dietetics educators’ self-efficacy towards implementing the FEM, and 2) compare self-efficacy scores based on demographic characteristics. Methods: A reliable and valid online questionnaire was developed and emailed to 520 dietetics directors in the United States. Frequencies, mean scores, and standard deviations were calculated for self-efficacy items; self-efficacy indicates potential to meet demands of implementing the FEM. One-way analysis of variance (ANOVA) was used to analyze differences between job title, age, years in higher education, and dietetics educator general self-efficacy. Results: There were 161 dietetics directors who responded (31% response rate). Dietetics directors’ mean total self-efficacy scores indicated self-efficacy towards implementing the FEM across all positions, age groups, and years in higher education. One-way ANOVA results indicated no significant differences between director age nor years in higher education and total mean self-efficacy scores, but there was a significant difference between graduate program directors’ (M=63.50, SD = 11.24) and internship directors’ (53.41, SD = 6.91) mean total self-efficacy scores (p < 0.05). Conclusions: Participants in this study were generally self-efficacious regarding implementing the FEM, a possible predictor of successful implementation when the time comes to making program changes and implementing these necessary changes.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"12 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73075116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.46743/1540-580x/2022.2173
KeithAnn Halle, J. Hastings
Introduction: Stress level in physical therapy students has been a focus of research due to multiple documented effects related to physical health, mental health, and ability to learn. Self-reflection has also been a focus of education research, relating it to personal learning, critical thinking, and demonstrable development of professional behaviors and skills. The aim of this study is to investigate student stress in response to programmatic changes wrought by the pandemic and whether stress impacted student self-reflection. Review of literature: Self-reflection is positively associated with growth of professional behavior and academic performance. Student level of self-reflection has been shown to be negatively impacted by stress. Subjects: A convenience sample of 35 students entering the program fall 2019 made up the participants. Methods: Outcome measures were collected six times over two academic years. The Self-Reflection Insight Scale (SRIS) consists of 20 statements rated on a 5-point Likert scale with 3 subscales: need for reflection (N), engaging in reflection (E), and insight (I), scoring from 10 to 100. The Perceived Stress Scale (PSS-10) is a 10-item questionnaire rated on a 4-point Likert scale, scoring from 0 to 40. Results: SRIS scores increased significantly from time 1 to 2, prior to the campus closure; no significant change for times 3 through 6. PSS scores indicated a higher percentage of students reporting a high level of stress at time 3 in the months after campus closure, decreasing significantly from time 3 to 4 during virtual/hybrid learning and increasing from time 5 to 6 as students prepared for clinical internship. No correlation was seen between SRIS and PSS, however a negative correlation was observed between SRIS subscale I and PSS at time 4 and 5. Discussion: Student perceived stress decreased during the study despite a universally stressful time. Student stress increased as students prepared for their first clinical internship experience, consistent with prior research. Initial gains in student self-reflection did not significantly change during the 1.5 years of the pandemic indicating that despite multiple academic and social challenges, students were able to maintain, but not grow, their level of professional self-reflection. Research is needed to further describe the relationship between stress and insight. Conclusion: The Program’s response to pandemic mandates may have positively influenced student stress.
{"title":"Investigating Doctor of Physical Therapy Student Stress During Pandemic Related Curricular Changes","authors":"KeithAnn Halle, J. Hastings","doi":"10.46743/1540-580x/2022.2173","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2173","url":null,"abstract":"Introduction: Stress level in physical therapy students has been a focus of research due to multiple documented effects related to physical health, mental health, and ability to learn. Self-reflection has also been a focus of education research, relating it to personal learning, critical thinking, and demonstrable development of professional behaviors and skills. The aim of this study is to investigate student stress in response to programmatic changes wrought by the pandemic and whether stress impacted student self-reflection. Review of literature: Self-reflection is positively associated with growth of professional behavior and academic performance. Student level of self-reflection has been shown to be negatively impacted by stress. Subjects: A convenience sample of 35 students entering the program fall 2019 made up the participants. Methods: Outcome measures were collected six times over two academic years. The Self-Reflection Insight Scale (SRIS) consists of 20 statements rated on a 5-point Likert scale with 3 subscales: need for reflection (N), engaging in reflection (E), and insight (I), scoring from 10 to 100. The Perceived Stress Scale (PSS-10) is a 10-item questionnaire rated on a 4-point Likert scale, scoring from 0 to 40. Results: SRIS scores increased significantly from time 1 to 2, prior to the campus closure; no significant change for times 3 through 6. PSS scores indicated a higher percentage of students reporting a high level of stress at time 3 in the months after campus closure, decreasing significantly from time 3 to 4 during virtual/hybrid learning and increasing from time 5 to 6 as students prepared for clinical internship. No correlation was seen between SRIS and PSS, however a negative correlation was observed between SRIS subscale I and PSS at time 4 and 5. Discussion: Student perceived stress decreased during the study despite a universally stressful time. Student stress increased as students prepared for their first clinical internship experience, consistent with prior research. Initial gains in student self-reflection did not significantly change during the 1.5 years of the pandemic indicating that despite multiple academic and social challenges, students were able to maintain, but not grow, their level of professional self-reflection. Research is needed to further describe the relationship between stress and insight. Conclusion: The Program’s response to pandemic mandates may have positively influenced student stress.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"27 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78683039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.46743/1540-580x/2022.2107
Jennifer Rodriguez, W. Davidson, R. J. Palmer III, M. Rapport
Purpose: Student debt is of growing concern in physical therapy and other health professions in the United States. This study explored the extent to which finances and other factors influenced student decision making when applying to and selecting terminal clinical education experiences. Methods: An online survey was developed and distributed to 250 recent graduates of a Doctor of Physical Therapy Program (2016-19). A logistic regression model was used to determine the relationship between respondents’ reported student debt and other factors when choosing a nontraditional model (the yearlong internship model (YLI)/residency model) or the traditional 4-month model. A 5-point Likert scale was used to rate the level of importance for each factor. Results: Seventy-six participants, across four cohorts completed the survey, representing a 30.4% response rate. The logistic regression model found that student debt did not significantly predict whether a student was likely to choose the nontraditional model over the traditional shorter terminal clinical experience; however, age and relationship status were found to be significant predictors of preference for length of experience. Based on aggregate mean data, the most important decision-making criterion in deciding the terminal clinical experience was patient population, followed by the culture of the clinic, then geographic location, and type of clinical setting. The criterion with the lowest aggregate mean was peer (within cohort) competition followed by student debt. A comparison of means found two decision-making criteria significantly reduced from the point of application to the commitment decision: saving money and interprofessional opportunities. Both decision-making criteria became less important for students when deciding on their terminal clinical experience as compared to when they were applying for the terminal clinical experience approximately 3 months earlier. Conclusions / Recommendations: Student debt was not an important factor in selecting the terminal clinical education experience and did not predict whether a student would apply to or select the YLI model rather than the shorter, traditional option. Instead, students considered multiple factors when selecting their terminal experience. Healthcare education programs may want to consider these factors in recruitment of clinical sites, student advising, and/or student placements related to the terminal clinical education experience.
{"title":"Impact of Student Debt on Decisions of Terminal Clinical Education Experiences in Physical Therapist Education","authors":"Jennifer Rodriguez, W. Davidson, R. J. Palmer III, M. Rapport","doi":"10.46743/1540-580x/2022.2107","DOIUrl":"https://doi.org/10.46743/1540-580x/2022.2107","url":null,"abstract":"Purpose: Student debt is of growing concern in physical therapy and other health professions in the United States. This study explored the extent to which finances and other factors influenced student decision making when applying to and selecting terminal clinical education experiences. Methods: An online survey was developed and distributed to 250 recent graduates of a Doctor of Physical Therapy Program (2016-19). A logistic regression model was used to determine the relationship between respondents’ reported student debt and other factors when choosing a nontraditional model (the yearlong internship model (YLI)/residency model) or the traditional 4-month model. A 5-point Likert scale was used to rate the level of importance for each factor. Results: Seventy-six participants, across four cohorts completed the survey, representing a 30.4% response rate. The logistic regression model found that student debt did not significantly predict whether a student was likely to choose the nontraditional model over the traditional shorter terminal clinical experience; however, age and relationship status were found to be significant predictors of preference for length of experience. Based on aggregate mean data, the most important decision-making criterion in deciding the terminal clinical experience was patient population, followed by the culture of the clinic, then geographic location, and type of clinical setting. The criterion with the lowest aggregate mean was peer (within cohort) competition followed by student debt. A comparison of means found two decision-making criteria significantly reduced from the point of application to the commitment decision: saving money and interprofessional opportunities. Both decision-making criteria became less important for students when deciding on their terminal clinical experience as compared to when they were applying for the terminal clinical experience approximately 3 months earlier. Conclusions / Recommendations: Student debt was not an important factor in selecting the terminal clinical education experience and did not predict whether a student would apply to or select the YLI model rather than the shorter, traditional option. Instead, students considered multiple factors when selecting their terminal experience. Healthcare education programs may want to consider these factors in recruitment of clinical sites, student advising, and/or student placements related to the terminal clinical education experience.","PeriodicalId":45065,"journal":{"name":"Internet Journal of Allied Health Sciences and Practice","volume":"64 1","pages":""},"PeriodicalIF":0.4,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85276316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：